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The Foundation for the Advancement of Medical Education and Research (FAIMER) is a US-based non-profit organisation committed to improving health professions education to improve global health.
FAIMER traditionally offers a two year fellowship programme; 2 residential and 3 distance learning sessions and an education innovation project in the fellow’s home institution. The focus is on education methods, leadership/management, scholarship and the development of an international community of health professions educators.
During the past 5 years, FAIMER has expanded the programme and established regional institutes in India[3], Brazil[1] and Southern Africa (SAFRI)[1]. We implemented the programme in Africa in 2008, introducing 5 innovations to the generic programme. SAFRI was created as an independent voluntary association to reflect the multinational intent of the programme.
Aim of project
To understand the impact of the innovations in the structure and implementation of the programme on its quality and the experience of the participants in it.
Conclusions
Faculty development programmes can significantly enhance their impact:
Be sensitive to the local political climate
Demonstrate wide ownership
Focus on developing a community of practice
Work within the professional time constraints of Fellows and faculty
Maximise learning opportunities by linking to other scholarly activities

Background
The transition period from undergraduate training to postgraduate “foundation” practice is brief – often only a matter of a few days - but its impact is profound. What was previously a well supported, structured learning environment is suddenly a strange and potentially frightening place where critical decision-making skills, authority and professionalism seem suddenly more relevant than all of the knowledge amassed in undergraduate training. Foundation doctors indicate that the undergraduate experience does little to prepare them for the shock of actual practice.
Summary of work
An emerging initiative within the University of Edinburgh’s College of Medicine and Veterinary Medicine is to adopt the easy-to-use authoring tools and principals associated with Game Informed Learning to afford collaborative groups of later year undergraduates and foundation doctors the scope to create learning objects for undergraduates.
Conclusions
Using in-house developed instruments such as the branching scenario authoring tool “Labyrinth”, these groups draw on their recent experience of this transition period to create learning objects that not only directly address perceived gaps in the range of learning support activities available to undergraduates but also, using the principals of game-informed learning to situate the activities within realistic contexts, and plausible scenarios which offer an indication of what practice will feel like.
Take-home message
Learning tools to ease the transition between medical student and doctor.

Introduction
Nutrition during adolescence is of great importance in the quality of life and in school performance. In our society, eating habits are changing due to socio-cultural and family factors, new ideas about self-image and a global food culture. Data published in the National Health Survey (ENSANUT 2006), suggest that excess weight in adolescents between 12 and 19 years, has a national average of 31.9% in Mexico. One in 3 teens have excessive weight in our country. Several studies suggest that foods high in energy density and large portions of food, increase energy consumption and hence weight gain. Bottled soft drinks currently consumed, contribute to the epidemic of obesity and type II diabetes in Mexico. The intake of energy from these drink, represent 21% of the total energy consumption in Mexican adolescents. This, added to the energy from the diet, both contribute to these epidemics. Therefore, the adoption of patterns of consumption of healthy food and drinks for adolescents should be a priority for the population, since a well-balanced diet positively affects the physical and intellectual development of adolescents.

Wisdom teeth, whether impacted or not, are frequent causes of patholog
and recommendations for early removal has been well documented in th
literature and again most recently by a special task force from AAOMS
What is most alarming is that problems occur even in patients with n
symptoms or with non-impacted wisdom teeth. This podcast reviews th
report by AAOMS task force and other key information to help patient
and dentists make better decisions.

MP3 File: musculoskeletal-case-histor
Copyright Medicaleducator.co.uk 200
At MedicalEducator we look towards providing a true multimedia experience. One of teh ways we can do this is through audio files of patients historys. We interject the historys, talking about the differential diagnosis, and other interesting points such as diagnositc criteria.

Every facility providing maternity services and care for newborn infants should:
Have a written breastfeeding policy that is routinely communicated to all health care staff.
The health facility should have a written breastfeeding policy that addresses all 10 steps and protects breastfeeding...[it] should be available so that all staff who take care of mothers and babies can refer to it... should be visibly posted in all areas of the health care facility which serve mothers, infants, and/or children...and should be displayed in the language(s) most commonly understood by patients and staff.
The first step is to have a written breastfeeding policy in English and the local languages. It addresses all the ten steps and states that the hospital does not accept free or subsidized supplies of infant formula and feeding bottles.
The policy is communicated to the hospital administration as well as to all the health workers in the maternity setting.
More inf
http://tensteps.org/step-1-successful-breastfeeding.shtml
--.--
Ten Steps to Successful Breastfeeding - Video Series
Babies who are breastfed are generally healthier and achieve optimal growth and development compared to those who are fed formula milk.
If the vast majority of babies were exclusively fed breastmilk in their first six months of life -- meaning only breastmilk and no other liquids or solids, not even water -- it is estimated that the lives of at least 1.2 million children would be saved every year. If children continue to be breastfed up to two years and beyond, the health and development of millions of children would be greatly improved.
This video series aims to raise awareness, encourage early adoption, promote training of health care staff, and build capacity for, and to stimulate dialogue about, breastfeeding and its impact on the public, in a range of community and public contexts in low- and middle-income countries. Our goal is to have these ten steps in every facility providing maternal services and care for newborn infants.
Videos, presentations, research, evidence, papers, training and counselling materials, tools, and many other related and supporting resources are available.
Visit us on-line a
http://tensteps.org
.

I created this e-learning resource during my first Undergraduate Pharmacology BSc degree and it was used as a teaching aid to explain fundamental Pharmacokinetic principles to scientists carrying out Therapeutic Drug Monitoring. Having studied aspects of Pharmacology during the first year of my Graduate Entry Medical Degree at the University of Leicester, myself and my colleagues have found this interactive learning tool a valuable resource. The easy to use and interactive nature of learning allows the user to navigate around the resource and also test their knowledge on questions at the end. The effectiveness of the resource and feedback received from users is published in the journal Bioscience Horizons and can be found at http://biohorizons.oxfordjournals.org/content/2/2/113.full.pdf+html.

PDF file detailing Anatomy Review, a student-led online anatomical learning resource used at Warwick Medical School. The website contains high quality images of anatomy models used in examinations, associated labels and relevant short answer questions. The resource has received positive feedback and continued use, especially during revision periods.

www.Ministryofethics.co.uk is a student-led, non-profit, free-to-use website aimed at addressing the current resource gap for Medical Ethics and Law learning in the UK. Using the Consensus Statement developed by the Institute of Medical Ethics, we cover MEL topics through a variety of innovative mediums, including videos of clinical scenarios, case notes, self-assessment MCQ tests and uploaded shared resources.

The current GCSE science curriculum expects students to undertake a module about ‘drink-driving’. This requires students to consider whether the drink-drive limit in the UK should be zero. The highest number of drink-drive related accidents is observed in younger age groups; current campaigns preach a ‘don’t drink and drive’ message, but do not provide a balanced argument to demonstrate reasons for this.
I produced a booklet aimed at 14-18 year olds to support the GCSE science curriculum and to aid general understanding of why we have a drink-drive limit in the UK. The booklet is designed to stimulate original thought and understanding, in accordance with Piaget’s theory of assimilation and accommodation. I conducted a thorough learning needs assessment and delivered an initial teaching session to a group of GCSE students. Their feedback helped to guide my development of a final resource in the format of an interactive booklet.
Although drink-drive campaigns feature regularly in the media, this age group is often overlooked, as many are not yet able to drive. My resource is not aimed to echo these campaigns, but to support understanding of why they might exist. It also ties in with GCSE science curriculum, and can be used as an aid to coursework by students. Helping students of this age to gain a basic understanding of ‘drink-driving’ and stimulating them to form their own views and opinions may influence their future behaviours and attitudes.

The site contains an extensive range of MCQs and “fill in the blank” style questions for years one through to five of my Medical degree at Leeds. The site can be viewed here; http://mcqs.leedsmedics.org.uk
The site proved to be very popular. It has had over 18,000 page loads in the last month, with an average of 244 visitors per day. I decided to extend it so that it could provide a wider range of information source for medical students. I did this by approaching the MSRC as I felt that they could benefit greatly from a website. The resulting website now contains a wealth of study resources, links to other student groups, and links to useful information sources (e.g. finance, accommodation, personal support). The site also keeps medical students up to date with news around the medical school and provides a port of call for those wishing to contact members of the MSRC or buy ‘Leeds Medics’ tops from an ethical supplier. This site has also proved to be very popular, with over 4000 page loads in the last month and an average of 77 unique visitors per day. It also gives potential medical students a professional looking point of contact with current students at Leeds.
I have now finished my final exams, but I have handed over instructions for how the site can be managed and updated to the IT Rep in the MSRC and hope that it will continue to provide a useful resource for students studying medicine for years to come.
The site can be viewed here; http://msrc.leedsmedics.org.uk, and the section with MCQs can be viewed here; http://mcqs.leedsmedics.org.uk

A complete guide to the diagnosis and managment of thyroid cancer and how to clinically differentiate lumps in the neck. This resource is aimed at medical students in clinical years and foundation doctors.

Living with Mental Illness - A Student's Guide was created during a 3rd year SSC project to develop mental health e-learning resources for 3rd year medical students at the University of Leeds. The aim was to create a resource for medical students' personal learning and understanding of the implications of living with a mental health disorder, and the stigma surrounding it. The document contains information about stigma in mental illness, interviews with people living with a mental illness, and a poem written by one of the interviewees.

Ministry of Ethics.co.uk is a non-commercial student-run project aiming to bring learning about Medical Ethics and Law (MEL) into the Web 2.0 era, revision notes, MCQs & EMQs, case videos and scenarios, and discussions with other students and professors or lecturers from across the UK and beyond.
The website is the perfect revision resource for medical students, clinical students and juniors doctors to learn more about MEL.
Doctors are so much more than walking books of facts; they are faced with ethically and legally challenging situations throughout their professional lives.
Medical ethics education helps make students aware of the situations that they will face in the clinical setting and suggests appropriate ways of approaching them. In the long term, it aids the development of moral and ethical reasoning that will allow student doctors to understand other people's views, helping them to become more empathetic and caring clinicians.
Since it's creation, it has won a number of prizes including:
- Winning Presentation at the 2011 Fifth Conference on Medical Ethics and Law
- 2011 BMA Book Awards Highly Commended
- 2011 BMJ onExamination Best National E-Learning Resource Prize
We hope you enjoy looking at our site and in particular the case scenarios and interactive question bank.

Ministry of Ethics.co.uk is a non-commercial student-run project aiming to bring learning about Medical Ethics and Law (MEL) into the Web 2.0 era. The website has revision notes, MCQs & EMQs, case videos and scenarios, and allows discussions with other students and professors or lecturers from across the UK and beyond.
The website is the perfect revision resource for medical students, clinical students and juniors doctors to learn more about MEL.
Doctors are so much more than walking books of facts; they are faced with ethically and legally challenging situations throughout their professional lives.
Medical ethics education helps make students aware of the situations that they will face in the clinical setting and suggests appropriate ways of approaching them. In the long term, it aids the development of moral and ethical reasoning that will allow student doctors to understand other people's views, helping them to become more empathetic and caring clinicians.
Since it's creation, our website has won a number of prizes including:
- Winning Presentation at the 2011 Fifth Conference on Medical Ethics and Law
- 2011 BMA Book Awards Highly Commended
- 2011 BMJ onExamination Best National E-Learning Resource Prize
We hope you enjoy looking at our site and in particular the case scenarios and interactive question bank.